Computational Thinking:Assessment in Alice

Class Overview

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The Fairy Performance Assessment

How do we assess Computational Thinking?

2 year study using Alice with Middle Schoolers

Premise: Debug faulty programs based on design patterns learned in class

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Alice

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Purpose

Assess Knowledge

Why is there variation among students?• -> Strengthen efforts to engage K-12 in CT

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Demographic Data

325 students - 311 assessed

60% in-school

36% female

52% white, 37% latin[oa]

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Other Factors

Age, Gender, Race/Ethnicity, Language, Parents computer usage, Parental education

levels, Grades, Favorite subject

Confidence with Computers,

Attitude towards Computers,

Frequency and Type of Computer Use,

Simple Alice Content Attendance Data, Hours spent paired

programming

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Semester Protocol

Challenges

* First Half* Self-paced* 11 + 6 bonus* Debug programs

Free Design

* Second half* Complete control

Fairy Assessment

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Fairy Assessment

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Computational Thinking Definition

“Thinking Algorithmically” “Making effective use of Abstraction and

Modeling” “Considering and Understanding Scale”

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Assessment Progression

First Fairy Walks into ForestManipulating Parameters

Use

Fairy regrows when key is pressedRemoving/Adding Instructions

Modify

The two fairies escapeCoding their own method, plus manipulating and using•“complex conditionals”,•“methods with multiple parameters”, and•event handling

Create

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Results

Paired Programming -> Better results More computer usage -> Better results Higher grades -> better results Confidence with Computers -> better results …

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More important results

Assessment was motivating (90% return rate)

Claim that it was positively correlated with another assessment of content knowledge• But no details provided!

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Criticisms

Very narrow definition of CT

Only focused on programming

How do we know it measured anything?

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Mediated Transfer: Alice 3 to Java

2 year study of CS1 to Java

Eclipse Plugin to convert Alice code to Java

Exam scores went up ~20%

Bridging vs. Hugging